Aim To estimate how many children in mainstream primary schools have cerebral visual impairment (CVI)‐related vision problems and to investigate whether some indicators might be useful as red flags, if they were associated with increased risk for these problems. Method We conducted a survey of primary school children aged 5 to 11 years, using whether they were getting extra educational help and/or teacher‐ and parent‐reported behaviour questionnaires to identify children at risk for CVI. These and a random 5% sample were assessed for CVI‐related vision problems. We compared the usefulness of potential red flags using likelihood ratios. Results We received questionnaires on 2298 mainstream‐educated children and examined 248 children (152 [61%] males, 96 females [39%]; mean age 8y 1mo, SD 20mo, range 5y 6mo–11y 8mo). We identified 78 out of 248 children (31.5% of those examined, 3.4% of the total sample), who had at least one CVI‐related vision problem. The majority (88%) were identified by one or more red flag but none were strongly predictive. Fewer than one in five children with any CVI‐related vision problem had reduced visual acuity. Interpretation Children with CVI‐related vision problems were more prevalent than has been appreciated. Assessment of at‐risk children may be useful so that opportunities to improve outcomes for children with CVI‐related vision problems are not missed.

Background/AimsThere is an increasing recognition that visuocognitive difficulties occur in children with neurodevelopmental problems. We obtained normative data for the performance of primary school children using three tests of visuocognitive function that are practicable in a clinical setting.MethodsWe tested 214 children aged between 4 and 11 years without known developmental problems, using tests to assess (1) orientation recognition and adaptive movement (postbox task), (2) object recognition (rectangles task) and (3) spatial integration (contours task).Results96% could do the postbox task with ease—only 4% (all aged <9 years) exhibited minor difficulties. Errors in the rectangles task decreased with age: 33% of children aged 4–5 years had major difficulties but >99% of children aged ≥6 years had no, or minor, difficulties. Median scores for the contours task improved with age, and after age 8 years, 99% could see the contour using long-range spatial integration rather than density.ConclusionsThese different aspects of children’s visuocognitive performance were testable in a field setting. The data provide a benchmark by which to judge performance of children with neurodevelopmental problems and may be useful in assessment with a view to providing effective supportive strategies for children whose visuocognitive skills are lower than the expectation for their age.

Aim:We examined children 10 to 11 years after grade 3 or 4 intraventricular haemorrhage and ventricular dilation (IVHVD) and investigated whether the grade of IVHVD affected their visual outcome. We explored associations between visual outcomes with cognitive outcomes and extra support at school. Method:The visual examinations were part of a 10-year follow-up study for children in a randomized trial. Testers followed a protocol and were masked to whether the child had experienced grade 3 or grade 4 IVHVD and all other data.Results: Thirty-two children were tested: 24 were male and mean (standard deviation) age was 10 years 5 months (1 year 2 months); range 8 years 9 months to 12 years 9 months. All had at least one visual impairment. The median (interquartile range)